M2P1. Students will solve problems (using appropriate technology) a. Build new mathematical knowledge through problem solving. b. Solve problems that arise in mathematics and in other contexts. c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving.
M2P2. Students will reason and evaluate mathematical arguments. a. Recognize reasoning and proof as fundamental aspects of mathematics. b. Make and investigate mathematical conjectures. c. Develop and evaluate mathematical arguments and proofs. d. Select and use various types of reasoning and methods of proof.
M2P3. Students will communicate mathematically. a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely.
M2P4. Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. c. Recognize and apply mathematics in contexts outside of mathematics.
Technology Standards: ISTE NETS-S
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions.
Instructional Objective(s)
Students will be able to apply their knowledge about word problems. Students will be able to create real world word problems by working collaboratively. Students will be able to use technology to create and design their power point presentations.
Action
Before-Class Preparation
Re-visit a Pete’s Power Point to model a presentation about how to work word problems. Divide class into groups. Provide checklist of assigned duties within the group.
During Class
Date / Time 3 days
Instructional Activities
Materials and Resources
10 minutes
Students will revisit the website and communicate with each other about the power point presentation. The class will discuss pervious lesson. Teacher will assign groups and assign roles within the group.
Individual Roles Identified: Leadership / Speaker / Presenter Artist Writer Designer Use this website and click on “planning and organizing” for group checklist.
Students will work together in their group settings to design their title page and their word problem page on paper.
Paper and Pencil
35 minutes
Students will have the opportunity to create the draft pages of their presentation in their work stations in the computer lab. The first two pages will consist of the title page and the problem that they created in their group meeting. The last pages will consist of of explanation as to how they solved the word problem.
Power point templates will be provided for each group. The power point template will be under my favorites on each group’s computer.
Reflections and Notes: Ensure that all students have all the resources needed to have a successful learning experience. Ensure that all students understand their role within the group dynamics.
Monitor
Assessment(s):
Students will be monitored and observed individually and as a group. The following assessment will include the assessment of participation, organization, time management, the ability to stay on task, and socially.
Accommodations and Extensions: Accommodations will be made for the students who may require more time to complete tasks.
The visual impaired student will be provided all of his technology magnifier tools to include: bar magnifier, video mangier, and large print keyboard. (Instructions found in student’s (IEP) Additional time will be given to the student that is required additional time in accordance with his (IEP)
Evaluation
Unit Reflections and Notes: Teacher will monitor and observe students’ performances individually and in groups.Teacher will maintain a checklist of all groups and their individual role within the group.
Lesson B - 3 days
M2P1. Students will solve problems (using appropriate technology)
a. Build new mathematical knowledge through problem solving.
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
d. Monitor and reflect on the process of mathematical problem solving.
M2P2. Students will reason and evaluate mathematical arguments.
a. Recognize reasoning and proof as fundamental aspects of mathematics.
b. Make and investigate mathematical conjectures.
c. Develop and evaluate mathematical arguments and proofs.
d. Select and use various types of reasoning and methods of proof.
M2P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
M2P4. Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
c. Recognize and apply mathematics in contexts outside of mathematics.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. Collect and analyze data to identify solutions and/or make informed decisions.
Students will be able to apply their knowledge about word problems.
Students will be able to create real world word problems by working collaboratively.
Students will be able to use technology to create and design their power point presentations.
Re-visit a Pete’s Power Point to model a presentation about how to work word problems.
Divide class into groups.
Provide checklist of assigned duties within the group.
3 days
Mimio Board / Computer/ interactive pen
Individual Roles Identified:
Leadership / Speaker / Presenter
Artist
Writer
Designer
Use this website and click on “planning and organizing” for group checklist.
**http://www.tips-for-teachers.com/guided_math_groups.htm**
Power Point Templates to choose from:
http://office.microsoft.com/en-us/templates/CT010142747.aspx
Students will be monitored and observed individually and as a group. The following assessment will include the assessment of participation, organization, time management, the ability to stay on task, and socially.
Accommodations will be made for the students who may require more time to complete tasks.
The visual impaired student will be provided all of his technology magnifier tools to include: bar magnifier, video mangier, and large print keyboard. (Instructions found in student’s (IEP)
Additional time will be given to the student that is required additional time in accordance with his (IEP)